Round Lake Senior High School
CHEMISTRY HONORS
Instructor: Mrs. Suzy Marshalla
Room #: A110
Phone: 847.270.9300 ext. 5616
Email: smarshalla@rlas-116.org
COURSE DESCRIPTION
This course is designed for the student who wishes to continue in the field of science at the AP and college
level. Mathematical theory is stressed in detail; students are required to use Algebraic skills to perform
chemistry operations. This course stresses laboratory procedures and techniques, atomic theory, periodic table
trends, chemical bonding, gas laws and radioactive half-lives.
COURSE OBJECTIVES:
1. Prepare students for AP science classes
2. Improve student’s reading, writing and math application skills for college readiness and standardized tests.
3. Enhance student’s appreciation and interest in science careers.
REQUIRED TEXT
Two sources of Holt Chemistry will be used in class as a resource and may be checked out on an individual
basis.
SUPPLIES
Students are required to have a pen, pencil, folder, notebook and a SCIENTIFIC calculator
CLASS POLICIES
Arriving to class on-time is expected everyday in order to have success in Chemistry Honors.
Behavior expectations are listed in the “in the know” (Student Handbook) and will be enforced.
Electronic devices will not be allowed in class.
There is no food or drink allowed in the classroom.
ASSIGNMENTS & LATE WORK
Daily Assignments
Daily, in-class activities help the teacher monitor how well you are learning and provide a means of
communication between you and your teacher about your learning needs. You should consider daily
assignments and activities as an opportunity to “show what you know.”
See Work Habits Rubric
Homework and Practice
All assigned work is important and meaningful for your learning and therefore is expected to be completed in a
timely manner. Your teacher must make adjustments to lessons based on what you and your classmates have
learned and what you have yet to learn. Thus, homework and practice activities communicate to the teachers
about how you are doing in class. Completion of homework or practice by the assigned due date is critical for
you to get the greatest benefit from the work.
See Work Habits Rubric- this is 15% of your class grade
Late Work
To ensure success, it is important that you turn all of your work in on time. Any work turned in late will only
be accepted up to a week before the end of the quarter in which it was assigned. Dates will be provided to you
by the teacher.
Work Habits
Effective work habits in this class are critical both to enable and demonstrate your learning. Because student
learning is our most important goal, regular attendance, timely arrival to class, proper time management, strong
effort, positive attitude, and active participation are necessary for successful work habits. You will be required
to evaluate your performance via a written self-assessment quarterly. After conferencing and/or providing
feedback with you about your self-assessment, the teacher will summatively assess your performance. See the
rubric the teacher provides for assessment criteria.
Work habits will be 15% of the student’s class grade.
ASSESSMENTS
Diagnostic Assessments
You will complete short diagnostic assessments at the beginning of each unit of instruction. The purpose of the
diagnostic assessment is to determine what and how much prior knowledge you bring to each unit. Your
teacher will use the information to make adjustments, if necessary to the unit of study. You, as a responsible
student, are expected to use the results of the diagnostic assessment to evaluate what you know about the
upcoming unit of study and to prepare yourself for the effort required to successfully master the required
concepts and skills.
Formative Assessments
You will complete regular formative assessments throughout the unit of instruction. Typically, formative
assessment occurs weekly. Formative assessments are designed as a “check-up” on your learning progress
toward mastery of the concepts and skills in each unit of instruction (identified in “Course Objectives” above).
Your teacher will use the information gained from the formative assessments to make adjustments, if necessary,
to the unit of study. You will be expected to use the results of the formative assessment to evaluate your
progress toward the learning objectives and to make adjustments to your learning efforts as a result of the
information provided by the assessments.
Summative Assessments
Each summative assessment provides the opportunity for students to demonstrate mastery of critical concepts
and skills in the content area. Summative assessments are designed to be a final evaluation of what students
have learned. Consequently, students’ grades are a reflection of their performance on the summative
assessments.
Tests and labs covering chemistry power standards – this is 85% of your class grade.
The semester grade has two components: the student’s class grade and a final exam. The student’s semester
grade is 80% class grade and 20% final exam grade.
GRADING POLICY and GRADING SCALE
Grading Scale on Rubric
Grades in Chemistry Honors will be assessed primarily using a four-point rubric. The conversion of the rubric
to the standard grading scale is explained below:
Grading Criteria
GRADE
RANGE
 All assignments will be assessed
A+
3.90 – 4.00
using a 4-point rubric. The values at
A
3.63 – 3.89
the right reflect the conversion of the
A3.26 – 3.62
4.0 scale into letter grades.
B+
3.09 – 3.25
B
2.92 – 3.08
B2.76 – 2.91
C+
2.50 – 2.75
C
2.25 – 2.49
C2.00 – 2.24
D+
1.84 – 1.99
D
1.67 – 1.83
D1.50 – 1.66
F
0.00 – 1.49
Each 4-point rubric will have the following categories:
 4 = Advanced
o Student has demonstrated both an excellent understanding of required concepts and
mastery of essential skills. Student consistently performs above and beyond course
expectations.
 3 = Proficient
o Student has demonstrated both a good understanding of required concepts and mastery of
essential skills. Student consistently meets course expectations.
 2 = Basic
o Student has demonstrated a basic understanding of required concepts and is approaching or
has demonstrated a basic mastery of essential skills. Student generally meets minimum
course expectations.
 1 = Below Basic
o Student infrequently demonstrates a basic understanding of course concepts and lacks
mastery of essential skills. Student generally to regularly does not meet minimum course
expectations.
 0 = Not Evident
o Student demonstrates little to no evidence of a basic understanding of course concepts and
little to no mastery of essential skills, and/or evaluation of student understanding of
concepts and mastery of skills is not possible due to lack of evidence. Student regularly
does not meet minimum course expectations.